Diversity Equity and Inclusion

We use the Learning for Justice Standards (LJS) to guide and anchor aspects of our interwoven curriculum. These standards were chosen specifically because they build developmentally from our Youngest to Oldest students. These standards have been in use in schools since 1991.

There are four domains in the LJS: Identity, Diversity, Action and Justice. Together, these domains represent a continuum of engagement in anti-bias, multicultural and social justice education. The IDJA domains are based on Louise Derman-Sparks four goals for anti-bias education in early childhood. These anti-bias education goals have been in practice since 1989.

The standards that are included in the curriculum are:

Youngers (K/1):

Identity:

• I know and like who I am and can talk about my family and myself and name some of my group identities.
• I see that the way my family and I do things is both the same as and different from how other people do things, and I am interested in both.
• I can feel good about myself without being mean or making other people feel bad.

Diversity:

• I like being around people who are like me and different from me, and I can be friendly to everyone.
• I can describe some ways that I am similar to and different from people who share my identities and those who have other identities.
• I know everyone has feelings, and I want to get along with people who are similar to and different from me.

Justice:

• I know about people who helped stop unfairness and worked to make life better for many people.
• I know some true stories about how people have been treated badly because of their group identities, and I don’t like it.
• I know my friends have many identities, but they are always still just themselves.

Action:

• I will say something or tell an adult if someone is being hurtful, and will do my part to be kind even if I don’t like something they say or do.
• I will speak up or do something if people are being unfair, even if my friends do not.
• I will join with classmates to make our classroom fair for everyone. 

Bridge (2/3) and Middles (3/4):

Identity:

• I know about my family history and culture and about current and past contributions of people in my main identity groups.
• I know that all my group identities are part of who I am, but none of them fully describes me and this is true for other people too.
• I know my family and I do things the same as and different from other people and groups, and I know how to use what I learn from home, school and other places that matter to me.

Diversity:

• I have accurate, respectful words to describe how I am similar to and different from people who share my identities and those who have other identities.
• I want to know more about other people’s lives and experiences, and I know how to ask questions respectfully and listen carefully and non-judgmentally.
• I feel connected to other people and know how to talk, work and play with others even when we are different or when we disagree.

Justice:

• I know when people are treated unfairly, and I can give examples of prejudice words, pictures and rules.
• I know that words, behaviors, rules and laws that treat people unfairly based on their group identities cause real harm.
• I know about the actions of people and groups who have worked throughout history to bring more justice and fairness to the world.

Action:

• I pay attention to how people (including myself) are treated, and I try to treat others how I like to be treated.
• I know it’s important for me to stand up for myself and for others, and I know how to get help if I need ideas on how to do this.
• I will work with my friends and family to make our school and community fair for everyone, and we will work hard and cooperate in order to achieve our goals.

Olders (5/6):

Identity:

• I know and like who I am and can comfortably talk about my family and myself and describe our various group identities.
• I know about my family history and culture and how I am connected to the collective history and culture of other people in my identity groups.
• I feel good about my many identities and know they don’t make me better than people with other identities.

Diversity:

• I can accurately and respectfully describe ways that people (including myself ) are similar to and different from each other and others in their identity groups.
• I know about my family history and culture and how I am connected to the collective history and culture of other people in my identity groups.
• I feel good about my many identities and know they don’t make me better than people with other identities.

Justice:

• I am aware that biased words and behaviors and unjust practices, laws and institutions limit the rights and freedoms of people based on their identity groups.
• I know that all people (including myself) have certain advantages and disadvantages in society based on who they are and where they were born.
• I know about some of the people, groups and events in social justice history and about the beliefs and ideas that influenced them.

Action:

• I can respectfully tell someone when his or her words or actions are biased or hurtful.
• I will speak up or take action when I see unfairness, even if those around me do not, and I will not let others convince me to go along with injustice.
• I will work with friends, family and community members to make our world fairer for everyone, and we will plan and coordinate our actions in order to achieve our goals.

Examples:

In Youngers (K/1), students learn about themselves and their families. They create persona dolls illustrating their personal characteristics. They also work on Venn diagrams to compare and contrast how their families are the same and different from their classmates. They ask about how many siblings they have, pets, family traditions. (LJS-I see that the way my family and I do things is both the same as and different from how other people do things, and I am interested in both.)

In Bridge (2/3), students are introduced to some of the cultures in Los Angeles and how these cultures impact their everyday lives. They typically visit one of the communities that they study and have guest speakers from that community come and speak to them. (LJS: I want to know more about other people’s lives and experiences, and I know how to ask questions respectfully and listen carefully and non-judgmentally.)

In Middles (3/4), students look at the routes that their families took to get to Los Angeles. Some students’ grandparents were born in Southern California. Some students’ parents are newly arrived to Southern California. Family members are invited in to share their stories and each family’s journey is recorded on a world map. ( LJS:I know about my family history and culture and about current and past contributions of people in my many identity groups.)

In Olders (5/6), students do an in-depth study on the the Children's March of 1963. (LJS: I am curious and want to know more about other people’s histories and lived experiences, and I ask questions respectfully and listen carefully and nonjudgmentally. I am curious and want to know more about other people’s histories and lived experiences, and I ask questions respectfully and listen carefully and nonjudgmentally.)